WAYLAND ACADEMY NORFOLK – ACADEMY IMPROVEMENT PLAN 2016-17

1.0 Improve outcomes of pupils further by: Strategic Objective Actions Timescale Key

Players Impact Evidence Resources SLT

QA Status R/A/G

1.1 Ensuring students are making strong progress across a wide range of subjects and progress is above national averages. Target : Progress 8 = 0

1.1.1 Fortnightly meetings with Head of English Maths, Science and Humanities Faculties, monitoring progress and attainment. Students that require intervention are discussed.

Fortnightly GA ML

Improved attainment in English, and Maths On-going tracking of cohort. Live understanding of where we are. Specific students are identified and SLT meet with them. Shared target group intervention in place.

Teachers aware and responding to data. Minutes Improving Data

GA

G 1.1.2 Heads of Faculty and subject leaders to be interviewed by the Principal and a governor regarding summer results and following Half Termly data collections

September 2016

GA

HoF held to account by the principal and governors regarding attainment and progress. Hof F to present their Department IP

Minutes form meeting DIP

GA

G 1.1.3 Targeted tracking of those not making expected progress through Progress report. Specific focus on Y11 Open Bucket

½ termly GA ML

Need for Intervention is identified. Students not making progress are identified quickly and the progress gap is closed Improved Progress of Boys in English Improved Progress of FSM in Maths Improved Expected Progress in Boys Maths.

Data sheets in 4 folders Teachers aware and responding to data.

ML

A 1.1.4 Core Subject Inspections to be completed by the CEO and MAT Lead teacher,

EN Sept MA SC

GA

A detailed impartial inspection of the departments will take place with outcomes that are areas for improvement. The inspection will examine results, teaching, interventions and development planning.

As a result of the inspections a department AIP will be produced to address aspects raised. Core Visit Summary Report

GA

G 1.1.5 Principal to meet with all teachers of classes that significantly underachieved or where a teacher’s predictions were out of tolerance.

September 2016

GA Teachers are held to account for their individual results and predictions going forward. Teacher required completing standardisation training.

Meeting minutes GA

G 1.1.6 Target students entered for TLM ITQ qualification

ML JM

Students complete and additional qualification enabling them to have the potential to improve A8 and P8

Class registers Submission of work

ML

R 1.1.7 Year 11 Assemblies on Aspiration, Progress and Post-16

½ Termly ML Assistant Principal engages student from across a range of abilities. Increased up take in Electives and use of online resources such as GCSEPod and Doddle.

Class Charts data Doddle Report

ML

R 1.2 Ensuring from different starting points, progress in English and Maths is at or above national figures.

1.2.1 Tracking of students achieving Maths but not English or vice versa

½ termly GA EM Threshold improvement based on consistent targeting. Intervention from HoF and SLT

Data sheets Teachers aware and responding to data.

GA

A 1.2.2 English and Maths to adopt PiXL Curve Programme

On going DS BP

Faculties are able to evaluate student progress compared with schools nationally within the initiative

Data collections HoF attend PiXl events

ML

G

WAYLAND ACADEMY NORFOLK – ACADEMY IMPROVEMENT PLAN 2016-17 Target FFT 50: Attainment 8 Maths Upper 6.6 Middle 4.8 Lower 3.1 Attainment 8 English Upper 6.5 Middle 5.1 Lower 3.8

1.2.3 Principal Progress Board to address EM, Progress 8 and Attainment 8

Half termly GA ML

Identification of student that are not making expected progress. This will be analysed by teaching set.

Half termly updated Progress Board in Principals Office.

GA

G 1.2.4 Links created with an Outstanding practitioner from Hartismere’s English department and Jim McAtear a National Leader in Education.

September 2016

GA JMC DS

Sharing good practice and improved progress in the English Faculty.

Improved progress measures. Feedback to WLT

GA

A 1.2.5 Wayland Academy Reading Programme targeting students in Y7 with low prior attainment reading.

10 week programme

AB

Increased reading age. Chronological age has closed the gap on actual age

YARK test results

ML

G 1.2.6 Group work in English and Maths for SEND students planned and facilitated by TAs.

Started September 2015

SENCO TA led support for students that compliments the mainstream provision

Half termly reports on maths, reading and spelling ages.

ML

G 1.2.7 New 1 year cyclical Maths SOW based on high level thinking skills and direct transition to GCSE

Launch Sept 2016

BP Students have a deeper understanding of Maths and the reasoning. Resulting in improved attainment.

Improvement in progress and attainment

BP

A 1.2.8 Writing and literacy intervention targeting Y7 students with low prior attainment in writing.

6 week programme

SC

Increased level of progress in Y7 English for those students included in the programme

YARK reading test on conclusion. ML

A 1.2.9 Maths intervention targeting low prior attainment of student now in Y7, 8 and 9 (Catch-up or ex catch-up students)

September 2016

NB BP

Sustained rapid progress in Maths throughout KS3 so that the Attainment gap is narrowed between Upper PA and Lower PA.

Data dashboard ML

A 1.3 Ensuring the progress of disadvantaged students is improving towards others with the same starting points. Target FFT 50: Attainment 8 Maths 4.2 Attainment 8 English 4.6

1.3.1 External specialist intervention employed to provide targeted intervention for KS4 students in Maths.

Every Thursday P4 and 5

SP BP

Closing the gap between PP and Non PP for students on a similar entry profile

Data Dashboard Survey of success

ML

A 1.3.2 Academic mentoring of PP students in KS4 targeting Maths and English and achieving 3LP

September 2015

AP PP students expected progress English in line with the national average for all students from similar starting points

Data Dashboard PP Report to governors

ML

G 1.3.3 Pupil Premium Audit completed by TEN Group

January 2015 TBA 2016

ML The spending, allocation and effectiveness of PP audited externally to QA the process

Areas for development identified in the audit result in PP Action Plan (see PP Action Plan)

ML

R 1.3.4 Alternative Provision Learning established to provide 1:1 support

Sept 2016 CM Students in APL are able to complete missed work and close learning gaps on peers. Students not making expected progress can be support in specific subjects to close the gap to their flightpath

Data Dashboard APL Timetable SLT minutes

ML

A 1.3.5 Assistant Principal Progress Board targeting English and Maths Conversion, Progress 8 and Attainment 8 for Disadvantaged students.

Half Termly ML Focused intervention groups. Expected progress monitored.

Updated board half termly Intervention Timetables.

ML

R 1.3.6 Disadvantaged tutor time intervention for boys in Y11. (100% Disadvantaged)

Sept 2016 VJ Improved progress for English in line with student from the same starting point. Boy’s progress is in line with girl’s progress.

Data Dashbaord ML

A

WAYLAND ACADEMY NORFOLK – ACADEMY IMPROVEMENT PLAN 2016-17 1.3.7 Bespoke Revision Packs bought and given to all Y11 PP students

CM PP attainment gap is closed for students on a similar entry profile in all subjects including Open Bucket

Governors Report ML

R 1.4 Ensuring students read daily via Accelerated Reader and are provided with texts appropriate to their reading age. Target: 85 % of students

1.4.1 Accelerated Reader launched across Y7 and embedded with Y8 and Y9

March 2016 Sept 2016

CM Accelerated Reader will be used to improve students’ reading ages and literacy. This will support both work in lessons and cognitive understanding in exams

Accelerated reader programme schedules and in place. Data reports generated from assessment

Subscription DS

A 1.5 Ensuring the attainment and progress gaps between genders in all subjects is closed but, especially in English. Target FFT 50: Male Attainment 8 Maths 4.7 Attainment 8 English 4.6 Female Attainment 8 Maths 4.3 Attainment 8 English 5.0

1.5.1 Y11 English focused boys tutor group established as an intervention group

On going DS Improved progress of targeted boys received additional intervention for English in tutor time every day.

Data Dashboard ML

A 1.5.2 Use of PPE to track mental arithmetic and problem solving specifically with Y11.

Sept 2016 BP Launch of Numeracy Ninjas across Y7-9. Delivered in tutor time by Progress Tutors. Reduced gender gap for attainment and progress.

Statistics on students attending the various belts and improvement. PiXL PPE Outcomes

R 1.5.3 Achievement for All programme targeting PA Middle boys Y9 and Y10 (10% Disadvantaged)

Sept 2016 Key Teacher

Middle PA boys exceed a P8 of 0 Data dashboard ML

A 1.6 Ensuring consistent improvement in performance outcomes, over time. Attainment Targets FFT50: Science Geography History French Computer Science Art Textiles Food ICT Product Design PE RE Performing Arts Rock School Child Development

(a) 1.6.1 Maths Intervention and support organised by the HoF for Y11

On going BP Improved progress of students attending the sessions

Tues = Foundation Wed = Higher Doddle Homework club

BP

A 1.6.2 Tracking of students based on Progress 8

½ Termly GA Interventions put in place for students at are not predicted to achieve their P8 target. Intervention could be support with subjects or completion of the ITQ qualification by TLM

Data Tracking Intervention schedule 3 ITQ intervention cohorts

GA

A 1.6.3 Standardisation training for teachers of all subjects.

Autumn 2016 ML Teachers have a better understanding of assessment criteria and therefore assess and predict more accurately

Teacher standardisation completed Improved accuracy of predictions

GA

R 1.6.4 Collaboration with other subject areas across the TEN Group

On going GA Subject areas that underperformed or predicted inaccurately will meet with teachers of high performing teachers.

Record of meetings Improved accuracy of predictions

GA

R 1.6.5 Launch of Alternative Provision Learning APL

Sept 2016 CM SLT approve students to attend APL. Relevant to students who need to follow a reduced timetable or catch up on work due to limiting factors. They can access a bespoke provision enabling their overall progress to improve as well as improved engagement at ATL.

APL Timetable. ML

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WAYLAND ACADEMY NORFOLK – ACADEMY IMPROVEMENT PLAN 2016-17

2.0 Improve quality of teaching, learning and assessment further by: Strategic Objective Actions Timescale Key

Players Impact Evidence Resources SLT

QA Status R/A/G

2.1 Ensuring that all students continue to be stretched and are consistently challenged in line with the Wayland Guarantee Target: 100% of lessons us differentiated objectives and effective questioning

2.1.1 Quality Assurance of the Teaching Policy alongside the Wayland Guarantee

Sept 2016 ML Improved understanding of highly effective practices and that result in a high impact on learning. Emphasis on Feedback and differentiated objectives

Learning Walk forms Lesson Observations

ML

A 2.1.2 Wayland Guarantee planning document implemented Online version to be developed

Oct 2016 TBA

WLT Mandatory planning document ensures that every teacher is planning an effective lesson with the key components that ensure student progress and impact over time.

Evident in Lesson observations and learning walks

ML

A 2.1.3 Teacher Profile to be developed that monitors the “whole teacher”. Teachers scored on a number of factors including Development Targets, Quality of Teaching, Quality of Assessment and Feedback

Sept 2016 ML SLT have a complete picture of every teacher and are able to provide targeted support to develop and monitor improvement. Quality and consistency of Teaching and Assessment across the academy improved.

Teacher Profile Report Improved Teacher Profile scores.

ML

R 2.1.4 English curriculum to be revised to include high-quality, challenging texts

Sept 2016 DS Improved reading ages and cognition of students.

Reading age tests. GA

A 2.1.5 Weekly learning walks carried out by WLT with specific criteria that are linked to a high impact on learning.

On going SLT WLT

Improvement of the specific foci evident in lessons

Log of learning walks

ML

A 2.1.6 SLT Links to track and challenge progress, attainment and the improvement priorities of Faculties

September 2016

SLT

Progress improving as a result of SLT Link supporting and monitoring a specific curriculum area

Completed Proforma GA

A 2.2 Ensuring that all students are given time to respond to feedback and develop further based on teacher comments.

2.2.1 A faculty work scrutiny to identify exemplar quality marking and feedback

½ Termly HoF

Improvement in the quality of marking and feedback across all subject areas evident in academy QA work scrutiny

Work scrutiny Data Teacher Profile Term 1 completed

ML

A 2.3 Using learning walks and a programme of observations to form a robust system of identifying good practice, secure subject knowledge

2.3.1 Standardisation training on lesson observations for Heads of Faculty

September 2016

HoF

SLT are quality assured in lesson observations and the process is standardised along with HoF. HoF in how to feedback to staff and coach improvement.

Training dates Standardisation achieved Highly effective practice that results in improved outcomes.

ML

G

WAYLAND ACADEMY NORFOLK – ACADEMY IMPROVEMENT PLAN 2016-17 and effective planning in order that it is shared. Target: 100% attendance of teachers at Academy Development session 100% staff attend 3 CPD sessions

2.3.2 Completion of TEN Group Quality Assurance days led by the CEO and MAT lead (English, Maths and Science)

Autumn 1 GA HoF

Day long Quality Assurance visits highlight areas for development. These feed into the Faculty Improvement Plans and AIP.

Feedback from visits GA

A 2.3.3 Jim McAtear, Group CEO and MAT Exec complete a Quality Inspection visit reviewing the four areas of Ofsted in a day

Autumn 1 GA WAN is provided with a subjective report on the current status and aspects of development that are requires. This feedback provides content for the SES and the AIP.

Feedback report AIP

GA

G 2.3.3 Teaching and Learning board used to share good practice.

Updated ½ Termly

SP

Improved T&L as a range of staffs ideas and pedagogy contribute to its development

Teachers become active researchers ML

R 2.3.4 Whole Academy Development Forum with all teaching staff to discuss, present and launch initiatives

September 2016

ML Consistent approach from ALL staff who are working together to develop and launch initiatives. All teachers understand how we are improving Teaching and Learning

Developmental and learning culture with consistent approaches

ML

A 2.3.5 Student perception survey completed half termly

Termly Progress Tutors

Improved engagement from students. Students complete perception surveys as part of the Pastoral programme that include questions on stretch and challenge

Completed data Data informs T&L and the success of the initiative

DR

A 2.3.6 Reinforce the RESPECT campaign targeting a desire to improve.

September 2016

DR Desire to improve is encouraged through the Pastoral programme and the conduit of RESPECT

Students demonstrate increased aspiration and a thirst for learning.

DR

R 2.4 Ensuring that identifying at individual and academy level priorities for continued professional development. Target: All “Expert” teachers deliver whole academy CPD

2.4.1 A personalised CPD pathway linked to appraisal

September 2016

ML A safe culture of continued development with evidence of improved effectiveness in observations. Teachers know how to improve and are coached to consistently Good lessons

Learning log on itrent Good in TEN documentation Current staff progress

ML

A 2.4.2 TEN Meet Teachers sharing ideas, good practice and standardisation across the MAT.

½ Termly Lead Pro HoF

Staff sharing good practice, assessment and standardisation across the MAT

Staff attending the sessions and cascaded learning, theories and resources. Consistent approaches across the MAT

ML

R 2.4.3 Staff Self Evaluation Termly ML Staff complete 3 self-evaluations per

academic year. The outcomes of the self-evaluations ensure that twilight CPD sessions are relevant and support the Teaching Standards.

AP Teaching and Learning has copies of all self-evaluations. CPD schedule in place.

ML

A 2.4.4 Every lesson observation includes an action plan based on the area for development

Sept 2016 HoF Every lesson observation is a developmental event. Staffs are given structured feedback to improve their teaching in a clear and structured format.

AP Teaching and Learning has copies of every action plan

ML

R 2.5 Ensuring that students know themselves as learners and take responsibility for

2.5.1 Delivery of whole academy development session focusing on questioning techniques

ML Teachers’ have a toolkit of questioning techniques that increase engagement in lesson and deepen understanding

Variety of questioning is evident in learning walks and lesson observations. Questioning challenges learners and consolidates learning.

ML

A

WAYLAND ACADEMY NORFOLK – ACADEMY IMPROVEMENT PLAN 2016-17

their learning and learn from their mistakes. Target: Every child has updated their tracking sheet

2.5.2 Camouflaged Learning Events for Year 7 and Upper Year 8 based on the theme of Stretch and Rigour

Sept 2016 March 2017

GA Students take part in a variety of activities that challenge their ethos and require them to overcome adversity and a fear of failure.

Students are not limited by their own aspiration and are confident to take on challenges. Improved aspiration.

GA

A 2.5.3 Progress Conversation clearly identifies CA grade, the methods by which a student can improve and the next steps.

January 2016 All Teachers

Students understand academic attainment and their individual areas for development

Completed Progress Conversation Proformas

RK

R 2.6 Ensuring all parents and students are accessing Show My Homework to retrieve homework alongside Doddle.

2.6.1 setting of appropriate homework through the embedding of HLPs and Show My Homework

September 2016

VH Y8 and Y9 Home Learning Projects building on learning and stretch students’ knowledge. Y9-11 consolidate and build on learning in GCSE Subjects through set tasks and independent work based on published topics.

Appropriate homework and HLPs are consistent set across all teaching sets and year groups. HoF to monitor via Show My Homework.

ML

A

2.6.2 All staff are trained to use Show My Homework as the conduit for setting HLPs.

Sept training day

All teachers

Homework is set consistently online so that students and parents can access the home work online. Teachers not using SMHW are challenged by ML.

Reports generated to monitor homework setting and distribution

ML

G 2.7 Ensuring consistency in assessments and projections across all subjects and that accurate progress information is communicated to parents. Target: Accuracy of prediction within 5%

2.7.1 Transition matrix produced by NES following every data collection. This tracks Professional Forecast Grades against Targets for individual students, subject areas and classes.

½ Termly ML Data abnormalities and anomalies identified and discussed as soon as they become apparent by tracking individual students across their subjects. Intervention concerns can be raised. Inaccuracy of marking can be spotted and supported implemented.

Improved consistency of assessment. Reduction of anomalies

ML

R

2.7.2 All teachers with a negative residual or poor predictions interviewed by the Principal

September 2016

GA Teachers clearly understand what a CA and PFG grade is and consistently predict. Colleagues are accountable for their data.

Data Reminder for colleagues hand-out produced. Meeting minutes.

GA

A 2.7.3 Subject Tracker implemented that tracks individual teachers’ results, progress and residuals.

August 2016

NES GA

Support for those that have predicted inaccurately at GCSE and tracking of previous results. Used to monitor Professional Forecasts against Targets also in Autumn, Spring and Summer

Subject tracker reports. Improved residuals

GA

R 2.7.3 SLT Link conversation proforma embedded

Sep 2016 GA Formalised line manager meetings to consistently hold Heads of Faculty to account.

Completed forms GA

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WAYLAND ACADEMY NORFOLK – ACADEMY IMPROVEMENT PLAN 2016-17

3.0 Improve personal development, behaviour and welfare further by: Strategic Objective Actions Timescale Key

Players Impact Evidence Resources SLT

QA Status R/A/G

3.1 Continuing to improve Attendance to above national through ensuring new strategies and policy are followed. Target: 96%

3.1.1 Attendance policy is embedded and new approaches are refined.

Sept 2016 NES Team

Attendance of students continues to improve across all year groups closed the gap on national.

Improved attendance statistics across all year groups.

DR

A 3.1.2 Groupcall used effectively to improve home academy communication.

Sept 2016 NES Team

Parents will be texted regarding absences and they reply to the text. Improved initial response and reduced time spent chasing parents

Consistent use of the system by the attendance team. Improved attendance statistics.

DR

A 3.1.3 Students rewarded for good attendance and most improved attendance at half termly celebration assemblies.

Half termly NES Team

Celebration assemblies and postcards raise the profile of attendance, reinforce high expectations and improve overall academy attendance

Postcards issued at celebration assemblies. Improved attendance.

DR

R 3.1.4 Attendance is discussed at weekly SLT meetings

Weekly DR Improved awareness of attendance and partners within. Patterns and issues are addressed at a senior level.

SLT minutes DR

A 3.1.5 Monitoring letters issued by the Attendance team to inform parents of concerns and possible repercussions

On going NES Team DR

Those students that are causing concern improve their attendance. Parents understand our expectations on attendance. Parents attend attendance review meetings.

Record of letters issued

DR

R 3.1.6 Fortnightly attendance panel meeting for those students at risk of falling below 95% with a County Attendance Officer

Fortnightly DR NES Team

Parents of those students that are likely to become PA are called into the academy and our expectations and legal situations are explained clearly, The attendance of these students shows an improving trend.

Attendance Panel records on student files.

DR

A 3.1.7 Attendance Cup for the best House each half term along with the weekly attendance notice

½ Termly NES Team

Improve awareness of attendance and competition across all years. The house with the highest attendance is displayed weekly

Issuing of the cup at celebration assemblies.

DR

R 3.1.8 Tracking of Disadvantaged students’ attendance through weekly reports.

Weekly HT PP Mentors have “Attendance Conversations” with those students causing concern. Rewards in place for those that improve over half term

Attendance trackers Celebration Assemblies Prize draw

ML

A 3.2 Embedding PROUD ensuring student bring the

3.2.1 Launch of PROUD to staff and the expectation of presentation and pride

Sept 2016 ML Improved presentation and layout of students’ work in their books and coursework

Learning walks feedback ML

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WAYLAND ACADEMY NORFOLK – ACADEMY IMPROVEMENT PLAN 2016-17 right equipment and take pride in their work.

3.2.2 QA of PROUD implementation in lessons

Oct 2016 ML PROUD is consistent implemented and all teachers maintain high expectations of students

Book Scrutiny feedback ML

R 3.2.3 Monitoring of sanctions issued for the lack of equipment

On going HoF Repeat offenders are challenged and parents contacted as appropriate. Improved engagement and quality of presentation across all subjects

Class Charts reports ML

R 3.3 Ensuring all students are good citizens, aware of the RESPECT campaign and that everyone challenge stereotypes, promotes equality and has a positive attitude.

3.3.1. New rewards strategy launched with students

September 2016

RK All staff and students have been trained on the new policy to enable and clear and transparent understanding of the expectations.

Class Charts reports Issuing of certificates in ½ termly assemblies

RK

A 3.3.2 Students trained in safeguarding and bullying

On going RK Students know how to deal with bullying, know how to report it and to whom

Bullying is dealt with and students feel safe Alleged Bullying Incident Log

RK

R 3.3.3 JLT meeting with the Principal ½ Termly GA JLT are able to raise concern and queries

with the knowledge that they will be listened to and that their opinion is respected

Outcomes of meeting. Concerns feed into WLT meeting

GA

A 3.3.3 RESPECT displays around the academy raise the profile of the campaign

Termly RK Visual representations of the RESPECT campaign are updated to maintain a high profile and Student Voice engagement

Displays are refreshed on a termly basis RK

R 3.4 Promoting high standards, embedding the new Behaviour Policy consistently and effective management of the Inclusion Unit to ensure students’ conduct is good. Target: 20% reduction in Red Cards YTD compared to previous year

3.4.1 New Behaviour for Learning Policy alongside Your Behaviour, Your Choice is embedded consistently across the academy and included in staff induction

Sept 2016 DR

Consistent approaches to behaviour for learning strategies Prevention of low level disruption occurring. Reduction in FE

Use of Sanctions Class Charts Data Feedback from student perception. Principals Report to LGB

DR

A 3.4.2 Passport to Prom launched with Y11 to encourage and reward engagement

September 2016

TG Improved aspiration in Y11. Improved Attendance, behaviour, meeting deadlines and participation in afterschool sessions

Students eligible to attend the Prom. GA

G 3.4.3 Behaviour Audit completed for lunchtime, break time and movement between lessons

½ Termly DR DMc

Consistently good behaviour around the academy. Monitoring of behaviour, staff completing their duties and increased staff presence

Completed observation forms DR

R 3.4.4 AP Pastoral and Inclusion Manager QA meetings

Fortnightly DR DMc

Issues of consistency and inappropriate use of sanctions can be raised and staff addressed. Sanctions are QA and inappropriate sanctions are removed

Policies consistently used. Student Perception Survey

DR

A 3.5 Ensuring the consistent management of behaviour through Class Charts and the Inclusion Unit

3.5.1 Monitoring of positive and negatives incidents of PP students via Class Charts by Intervention Coordinator

Weekly CM Intervention Coordinator exams data and looks for patterns. Behaviour conversations take place and possibly contact home. This results in a reduction of incidents

Class Charts date showing a reduction in incidents

ML

R 3.5.2 Mapping of “Hot Spots” where sanctions are frequent issued to specific groups by the Inclusion Manager

Weekly DR DMc

SLT are aware of where behaviour hotspots are and visit these locations frequently. Staff that are struggling are supported and training is put in place to improve classroom management

Reduction in sanctions issued in these lessons.

DR

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WAYLAND ACADEMY NORFOLK – ACADEMY IMPROVEMENT PLAN 2016-17

3.5.3 Tracking of those at risk of Permanent Exclusion Assistant Principal and Associate Leader

Weekly DR RK

SLT are aware of those students whom are at risk of exclusion and causal effects. WLT are also aware of teachers that may need to be supported in developing their classroom management.

Reduction of repeat isolations, inclusions, exclusions and causal effects are tracked. Identified teachers that require additional support

DR

A 3.6 Continuing to developing leaders of all ages and the Junior Leadership Team. Regularly checking back on students’ opinion and the Student Voice Group on matters such as bullying and safety.

3.6.1 JLT feedback Student Voice discussions and outcomes to SLT

Sept 2016 GA Greater involvement of student in whole school strategy.

JLT projects and initiatives GA

R 3.6.2 Regular Student Voice meeting enable students to engage in whole academy debate

Sept 2016 RK Students are engaged across a range of year groups. Students are developed to be the JLT of the future. Student developed as good citizens and community orientated.

Principal Report to LGB RK

R 3.7 Embedding the “Life” curriculum to ensure that students know how to stay healthy, about emotional and mental health, positive relationships and the misuse of technology.

3.7.1 All students trained in e-safety through the curriculum and Y7 are CEOP.

On going (CEOP Oct 2016)

RK PCSO

Students are well informed on e-safety as it is embedded as part of the Computer Science curriculum

ALL students and parents know good practice.

RK

R 3.7.2 Launch of the new “Life” curriculum Sept 2016 HC Students have a holistic understanding of

health, emotions, mental health and a variety of external factors that could impact on them. Student are better prepared for Life and the challenges of childhood and adulthood.

Curriculum map GA

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WAYLAND ACADEMY NORFOLK – ACADEMY IMPROVEMENT PLAN 2016-17

4.0 Improve effectiveness of leadership and management further by: Strategic Objective Actions Timescale Key

Players Impact Evidence Resources SLT

QA Status R/A/G

4.1 Embedding Expectations of SLT and WLT, ensuring that leaders set high expectations and lead by example in supporting the progress of all students, British values and students’ spiritual, moral, social and cultural development.

4.1.1 Launch of Expectation of SLT and WLT

Sept 2016 GA All members of SLT and WLT understand the expectations of their role and the accountability related to that role.

Signed copies of staff files Staff perception survey

GA

G 4.1.2 New Appointment of Associate Assistant Principals roles developed.

Oct 2016 GA Distributed leadership is expanded as Associate Assistant Principals are delegated Whole Academy responsibility related to Academy Priorities.

SLT Minutes GA

R 4.1.3 Faculty structure is embedded with clear roles and levels of accountability are established

Sept 2016 GA Line manager structure is in place with clear levels of accountability. HoF meet the Lead Professionals fortnightly to discuss data, concerns, interventions and developments.

HoF line manager minutes GA

A 4.1.4 British Values are mapped across the curriculum.

Sept 2016 QA of British Values and SMSC across the curriculum to ensure appropriate and quality delivery

Curriculum map published on the website

GA

R 4.1.5 Planned Pastoral programme is delivered in conjunction with Progress Leaders

Sept 2016 RK A consistent, relevant and monitored pastoral programme offers QA delivery of assemblies, reflection and discussion on topics relevant to the Life curriculum and the age of students.

SOW RK

A 4.1.6 Focus on ATL of Middle ability sets Termly DR Students in middle ability sets are challenged

and stretched. Good questioning engages students in learning.

ATL report DR

R 4.2 Securing improvement in disadvantaged students’ progress including English and Maths. Target: P8 of less than -0.5

4.2.1 Students are identified on ClassCharts seating plans to enable targeted questioning

On going Teacher Staff use targeted questioning to confirm the understanding of disadvantaged students and ensure that they do not fall behind peers.

QA learning walks

ML

G 4.2.2 Priority Marking for Disadvantaged students

On going Teacher Teachers always mark the Disadvantaged students’ books first to ensure they receive the quality feedback and focus of teachers.

QA Book scrutiny ML

A 4.3 Ensure the effective implementation, review and revision of the Academy Improvement Plan

4.3.1 Academy Improvement Plan based of the SES following Summer 2016 Reviews

Sept 2016 GA AIP produced for 2016 based in consultation with SLT, WLT and LGB

AIP LGB minutes

GA

G 4.3.2 SLT Review and RAG rate the AIP on a monthly basis

Oct 2016 GA Continued review and reflection upon the AIP to unsure initiatives are being sustained and embedded. Quality Assurance that priorities are not being missed or devalued on a day to day basis.

Colour coded termly review presented to LGB

GA

G 4.3.3 AIP is presented to LGB at every meeting.

½ Termly GA LGB are aware of the development and initiatives at the academy. LGB can challenge the Principal and hold him to account.

LGB Minutes GA

G

WAYLAND ACADEMY NORFOLK – ACADEMY IMPROVEMENT PLAN 2016-17 4.3.4 AIP Revised based on feedback, data and QA visits.

On going GA SLT updated and add to the AIP based on legislation changes, issues that appear and areas for development raised during QA visits. The academy continues to innovate and improve.

Colour coded revisions presented to LGB and published on the website

GA

A 4.4 Ensuring that Performance Management processes are effective.

4.4.1 Performance management completed via itrent with line managers through a calendared cycle

Sept 2016 ML A transparent process that ensures that all involved understand the Teaching Standards and expectations upon them.

Performance management process report

GA

R 4.5 Embedding a clear, relevant and valued Continuing Professional Development calendar that enables consistently good teaching.

4.5.1 Demand for CPD identified through Staff Self-Assessment

Sept 2016 ML Staff are able to access a regular CPD program that provides opportunity for staff to be coached and developed.

CPD Calendar ML

G 4.5.2 Half Termly Academy Development Session

½ Termly ML Staff have a clarity of understanding of how the academy is improving Teaching and Learning

All staff have a clear understanding of the journey when questioned

ML

A 4.5.3 Twilight CPD sessions. Weekly Facilitato

rs All staff are aware of the elements of good teaching and consistently apply these methods and policy in their teaching

Consistent pedagogy and planning evident in learning walks and observations

ML

A 4.5.4 Teachers are developed through the good in TEN scheme

On going ML Those that require specific CPD or are struggling with specific aspects of the teaching standards are coached to meet the expectations.

Teachers progress through Good in TEN and improve.

ML R

4.5.5 Expectation of consistency in planning across the academy

Sept 2016 ML Teachers plan in a consistent way that ensure specific skills are utilised consistently through repetition

Lesson planning Learning walks

ML

R 4.6 Ensuring the curriculum that enables all to have access to a broad range of subjects as well as the potential to succeed at Progress and Attainment 8. Target: 100% of mainstream cohort meets P8

4.6.1 Curriculum review for KS3 and KS4 Dec 2016 GA Curriculum going forward is valid and appropriate to legislation and Key Performance Indicators

Curriculum Map on the website. Principal report for LGB

GA

R 4.6.2 Curriculum adjustments to combat cohort fluctuations across the cluster

Sept 2016 GA The curriculum map will be adjusted annually to take into consideration fluctuating numbers, academy vision and the predicted future growth.

Curriculum map presented to LGB and on the website.

GA

R 4.6.3 Staff Recruitment for curriculum structure

Oct 2016 GA Sustainable recruitment based on cohort size and population growth enables a broad and balanced curriculum.

Successful recruitment of good teachers.

R 4.7 Ensuring that Safeguarding is effective and students are protected from radicalisation and extremism. Target:

4.7.1 Core Training Sept 2016 DR All staff are trained in safeguarding and Prevent

Core training data ML

A 4.7.2 Single Central Record checking Half Termly GA The Single Central record is checked and

signed off Half Termly by the Principal and reviewed based on an legislation change

Updates SSR. QA Visit

GA

G

WAYLAND ACADEMY NORFOLK – ACADEMY IMPROVEMENT PLAN 2016-17

All staff trained updated SSR 4.7.3 DSL & ASL’s have weekly meetings to discuss on going safeguarding cases and to keep up-to-date with changes

Weekly DR RK RW

All safeguarding leads will be up-to-date with any issues that have arisen from the previous week or in the coming weeks e.g. FSPs, LAC reviews, police reports

Timetable of meetings, No min kept as discussions are highly confidential

DR

G 4.7.4 Safeguarding walks are conducted by our safeguarding governor

Half termly CE DR Staff are continuously reminded about safeguarding procedures and the walk/discussion allows WAN to ensure all staff know the safeguarding procedures

Questionnaire sheets filled in by governor. Different member of staff each half term x6 at time

DR

R 4.7.5 Introduction of a traffic light system for trackers. RAG – Green on report to tutor, AMBER on report to PL, RED on report to SLT

Ongoing VH, AH, TG, JM/RK

Monitoring student’s organisation, uniform, behaviour, attitude, and punctuality based on data. Students are more incline to do well if they are monitored

Half termly spreadsheets showing exactly how many students are on which report.

RK

A 4.7.6 New Lanyard System for staff, guests and visitors Staff –Orange, Guests (with DBS info) – Green, Visitors - Red

On going DR, RW, RK

Staff and students are aware of who is able to be unaccompanied around the academy, who members of staff are and who must be accompanied.

Staff will question those with Red Lanyards who are unaccompanied. Itrent holds guest/visitor data

DR

A 4.7.7 e-safety link with CCN with use the use of the same e-safety software called “Smooth wall”

On going NES, CCN Prevent students accessing sights surrounded by radicalised, extremist and sexualised content

The Smooth Wall block when trying to access any content with that as a subject. Notifications will be sent to us if access is tried.

N/A DR

R